·Young children have difficulty separating fact from fiction, so carefully select books with the most accurate information. ·Select an appropriate book based on a specific reading purpose: concept background, exploring author's craft, introduction of key vocabulary, looking at science process or the life of scientists, or some other clearly defined purpose. ·Choose a book or section of a book that lends itself to being read aloud that supports your goal or purpose. oDoes the text flow? oIs the topic engaging? oAre there opportunities for stopping points to wonder aloud? oDoes the text inspire questions? ·Locate relevant artifacts, illustrations or other hands-on materials that might support the text and foster student questions. ·Think about connections to other literature-- by this author, on this topic or in this genre. Collect related books for classroom reading display.
Planning the read aloud
·Think about the focus for your read aloud. Identify any key words or concepts to discuss in context as you read the text. Mark "talking points" where you want to: ostop and reflect or ask questions. osupport the target skill or purpose. ·Develop open-ended questions to stimulate students’ minds and imaginations. ·Use the questions to keep children involved in the book. ·Plan related activities to follow or precede the read aloud.
· Young children have difficulty separating fact from fiction, so carefully select books with the most accurate information.
· Select an appropriate book based on a specific reading purpose: concept background, exploring author's craft, introduction of key vocabulary, looking at science process or the life of scientists, or some other clearly defined purpose.
· Choose a book or section of a book that lends itself to being read aloud that supports your goal or purpose.
o Does the text flow?
o Is the topic engaging?
o Are there opportunities for stopping points to wonder aloud?
o Does the text inspire questions?
· Locate relevant artifacts, illustrations or other hands-on materials that might support the text and foster student questions.
· Think about connections to other literature-- by this author, on this topic or in this genre. Collect related books for classroom reading display.
Planning the read aloud
· Think about the focus for your read aloud. Identify any key words or concepts to discuss in context as you read the text. Mark "talking points" where you want to:
o stop and reflect or ask questions.
o support the target skill or purpose.
· Develop open-ended questions to stimulate students’ minds and imaginations.
· Use the questions to keep children involved in the book.
· Plan related activities to follow or precede the read aloud.